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Date: April 30, 2024 Tue
Time: 12:37 am
Time: 12:37 am
Results for enhanced thinking skills programs
1 results foundAuthor: Robinson, Emma Title: Piloting an all-female ETS group in Bradford. Evaluation Report Summary: The initial part of the research was concerned with outcomes from males and females across all accredited programmes in West Yorkshire. Logistic regression techniques were applied in much of the analysis to try and pick out the key predictive factors for completion of any accredited programme then more specifically, ETS. Initial analysis of the data-set revealed that overall, in the 15-month period under review, females were just as likely to start an accredited programme as males. Completion figures were also very similar for males and females. Logistic regression analysis on this data showed that predictive factors for completion of an accredited programme were: Tier, Age and OGRS2 score. Offenders in the ‘too high’ OGRS band were less likely to complete an accredited programme as were Tier 3 and 4 cases. The likelihood of completion also appears to increase with age. The data revealed that a proportion of offenders had been inappropriately allocated to ETS on the basis of their OGRS2 score. However, whereas those in the ‘too high’ category were less likely to complete an accredited programme overall, this did not hold true for the ETS sub-sample as 72% of those in this category who started, then went on to complete the programme. This suggests that other factors may influence programme completion. A total of 12 females completed ETS in a fifteen month period in West Yorkshire. Four of these completers (33%) were singleton females. The all-female ETS pilot achieved two completions from 6 starts (33%), with a further individual attending catch-up sessions at the time of writing. Logistic regression analysis showed that when all other variables were controlled for, Gender and Age were significant predictors of the completion of ETS. The throughput showed that males were twice as likely to complete ETS than females and that the likelihood of completing the programme increases with age. Although a full set of psychometric test scores was not available, some preliminary analysis has been undertaken on the pre and post scores for the mixed ETS attendees and those post scores for the two completers of the pilot group. Overall, the data revealed some differences in scores pre to post programme for the mixed group, and on two of these measures, the post scores mean for the ETS female pilot were lower still. This may indicate some positive results for the female pilot, but without the pre-scores (which were not administered at the start of the course) it is not possible to confirm this. If further groups are to be run, it will be useful to ensure that these tests are administered in order to compare these groups against the mixed ETS programmes. The completers of the pilot group spoke positively about their experience of the programme and their engagement with the other group members. One of the completers indicated that she had no preference towards being in an all-female group or a mixed ETS group. Indeed, this was a common feeling among the respondents in this research as offenders in mixed groups did not necessarily feel that they would have been more comfortable in an all-female group. The pilot group achieved two completions, with a further female having dropped off the group at the very end. This was comparable to the number of ETS completion for females in the previous 15 months across West Yorkshire. Perhaps the group dynamics in the ETS pilot, for instance the supportive atmosphere and the use of real-life examples linked to the material does have an impact on engagement with the programme, but this did not in this instance impact on completion. The group dynamics may not be picked up on by the participants themselves having not been on a mixed group previously, and for those in mixed groups not having experience an all-female group. Both groups of respondents talked positively about the programme itself, and this did not appear to be affected by the composition of the group they were on, perhaps suggesting that females might engage with the programme more than males, and therefore there are other factors preventing females from completing ETS. It was thought that issues such as childcare might be one of these barriers, which was addressed by providing the creche service at the TWP. However, only one of the females used the creche service, so it is difficult to assess the impact of this link-in at this stage. If a further group is run, this may provide more data by which to assess the ‘added value’ of running the programme from TWP premises. The two programme tutors felt that although the creche facility was a useful resource for those attending the programme, it was issues linked to confidence that had made the group responsive to the needs of the women who took part. Confidence was picked up as a major factor for three of the women who were attending due to various issues around alcohol use and domestic violence relationships. As the women had an opportunity to use these real life examples and link them to the material covered in ETS, it was felt that the course had helped to boost their confidence This appeared to tie in with feedback from females on the group who suggested that it was not necessarily the absence of males on the group that was important, rather it was the opportunity to share experiences and talk with other females in a supportive environment. However, given this perceived better engagement of the women tutors had some unanswered questions about the low number of completions from the programme. The reasons for this are difficult to pinpoint and it was felt that organisational issues and an inadequate setting of programme boundaries might have played a part in this. This appears to have been a well-received pilot programme, as both offenders, tutors and staff at TWP spoke very positively about the experience and where hopeful about running further groups in the future. However it did not create significantly higher levels of completion, nor objective data to support the effectiveness of the programme. Details: Wakefield, UK: West Yorkshire Probation Service, 2008. 30p. Source: Internet Resource: Accessed April 5, 2013 at: http://www.westyorksprobation.org.uk/documentlist.php?type=1&year=2008 Year: 2008 Country: United Kingdom URL: http://www.westyorksprobation.org.uk/documentlist.php?type=1&year=2008 Shelf Number: 128274 Keywords: Cognitive SkillsEducational ProgramsEnhanced Thinking Skills ProgramsFemale Offenders (U.K.)Rehabilitation Programs |